Draft Action Research Project Progress Report
Title
Determining the impact of fine arts students on school performance
Needs Assessment:
In the current economic crisis, states and local governments have experienced a decrease in revenues often resulting in significant cuts to education. In the 2011 Texas legislative session, lawmakers cut just over 4 billion dollars from education. In many cases, the fine arts and fine arts education are the first areas to be cut as administrators try to adjust to the loss of revenues. Some in leadership positions have questioned if fine arts education really helps overall school performance in and effort to justify the arts as the first line of cuts. O’Connell (2010) states that the California Department of Education released a survey of the states local education agencies that showed that Art, Music and Drama as the 5th highest area cut in school budgets and the first curriculum area just behind maintenance, administration, and counselors and nurses whereas Athletics ranked 16th in cutting (see chart below).
| Results of K-12 Budget Cuts Survey by Category | Percentage of Respondents |
| Building, Grounds/Maintenance | 65% |
| District Administration | 58% |
| Instructional Materials | 58% |
| Counselors, Nurses, Psychologists | 48% |
| Art, Music, & Drama | 48% |
| Classified Staff Compensation Reductions | 47% |
| Certificated Staff Compensation Reductions | 45% |
| K-3 Class Size Reduction | 35% |
| Electives | 34% |
| Library | 34% |
| Facilities | 33% |
| Teachers | 32% |
| Professional Development Programs | 30% |
| Paraeducators, Instructional Assistants | 29% |
| Gifted and Talented Education | 28% |
| Athletics | 27% |
| Supplemental Instruction, Summer School | 26% |
| Adult Education | 20% |
| High School Class Size Reduction | 18% |
| Beginning Teacher Support and Assessment | 18% |
| Reduced School Year | 16% |
| Food, Nutrition Services | 14% |
| Technology Services | 12% |
| Transportation | 12% |
| Physical Education | 12% |
| Career Technical Education | 11% |
| School Closure | 10% |
| Child Development, Early Childhood Programs | 8% |
| Compensatory Education | 5% |
| Special Education | 5% |
| Advanced Placement, International Baccalaureate Programs | 4% |
| Driver Education | 4% |
| Safe Schools, Security, School Police | 4% |
| Multilingual Services, Services for English Learners | 3% |
| Regional Occupational Centers and Programs | 1% |
| Homeless Education | 0% |
The above data is just one of many that will be presented in this action research to establish the need for inquiry.
Objectives and Vision of the action research project. (ELCC 1.1)
Through the collection, analyzation, reflection and dissemination of data; current literature; interviews of fine arts students and fine arts teachers; as well as local administrators, I will inquire if fine arts students contribute to overall school performance in an effort to validate the funding of arts education in our schools. The following is my action research template detailing process and procedures as well as measurable outcomes towards the aforementioned objective.
Goal: To determine the impact of fine arts students on school performance.
Person(s) Timeline Needed
Action Steps Responsible Start/End Resources Evaluation
| 1. Discuss Action Research topics with site supervisor | Mark Chambers Diana Schumacher | 02/28/2011 – 03/04/2011 | School Data Intern Plan | Establish an Action Research question |
| 2. Gather and organize data concerning discipline referrals, school attendance, TAKS scores, SAT/ACT scores. | Mark Chambers NEISD Research and Information Technologies Mike Lara (Executive Director, Research and Information Technologies | 3/28/2011 – 08/22/2011 | School Data Go Arts – advocacy research group | Evaluate data to look at statistics in relation to fine arts and non fine arts students |
| 3. Gather and organize data concerning class rankings, and college scholarships | Mark Chambers School Counselors at NEISD seven comprehensive high schools | 3/28/2011 – 08/22/2011 | Counselor data at NEISD seven comprehensive high schools | Evaluate data to look at statistics in relation to fine arts and non fine arts students |
| 4. Meet with NEISD fine arts teachers to explain Action Research to establish procedures for class evaluations | Mark Chambers NEISD Fine Arts Teachers | 4/14/2011 | EDLD 5301 Materials Power Point on Inquiry/Action Research | Survey teachers to see if they are willing assist in research by allowing class observations and taking a survey |
| 5. Meet with principals of all 7 high schools to seek permission to administer surveys to their teachers and fine arts students | Mark Chambers HS Principals (Bill Boyd, Jeff Vaughan, Bobbi Turnbo, Rick Canales, Michael Cardona, Chris Thompson, | 4/07/2011 | Meeting Room Brochure outlining Action Research inquiry, process and plan for sharing information | Determine if principals will assist with research by participating in a survey and allowing an electronic survey to be distributed to their faculty |
| 6. Determine my own thoughts and assessments by reflecting on past experiences | Mark Chambers | March 2011 | Personal journal entries Videos | Evaluate objectivity in regards to my conducting this topic |
| 7. Develop a survey that assesses feelings and perceptions of administrators, teachers and students concerning fine arts student’s impact on school performance | Mark Chambers Diana Schumacher Joseph Johnson | 3/28/2011 – 4/05/2011 | Survey Monkey Previous surveys concerning similar topics | |
| 8. Review current literature and statistics regarding Action Research topic as well as NEISD data from previous years | Mark Chambers TMEA Joseph Johnson (NEISD) Mike Lara (NEISD) | Spring 2011 | TMEA (Texas Music Educators Association) resource dept. Go Arts.org (Arts advocacy organization School Data | Evaluate data from previous years to see if it is consistent with current data and how it correlates with data from previous literature |
| 9. Electronically distribute Administrator and teacher survey | Mark Chambers | 4/20/2011 | E-mail contacts for all participating in survey | Evaluate survey results |
| 10. Distribute student survey to each of the classes at the 7 high schools previous mentioned. Classes chosen for the survey will be the same sample at each high school. | Mark Chambers Teachers and students of the 7 selected schools and classes | May 2011 | Survey forms, collection envelope, pens | Evaluate survey results |
| 11. Disaggregate information | Mark Chambers Joseph Johnson (NEISD) Mike Lara (NEISD) | June 2011 – August 2011 | Completed surveys Computer spreadsheets and graph programs | Review and reflect on disaggregated information to determine if revisions to process are necessary |
| 12. Create document with conclusion and recommendations for future research | Mark Chambers Diana Schumacher (site supervisor) | August 2011 | All data Examples of other conclusion papers | Distribute paper with selected reviewers to provide feedback before results are distributed |
| 13. Present Conclusion to Principals, Executive staff, teachers, parents and students as well as colleagues in the arts community. Some presentations will be oral and others will be written or electronic | Mark Chambers NEISD stakeholders TMEA Tom Waggoner (Fine Arts, TEA) TMAC (Texas Music Administrators Conference) | Start of 2011-2012 Academic year (late August/early September) | Power Point Brochure with main points Blogs E-mail blasts Website | Observe and evaluate reactions to information. Determine if perceptions change or remain the same |
| 14. Determine if follow-up research is needed or if more questions develop as a result of the action research project | Mark Chambers Diana Schumacher Arts Leaders NEISD Stakeholders | September 2011 | New wonderings | Brainstorm |
Review of the Literature and Action Research Strategy
Many studies exist supporting the correlation between the study of the arts and higher achievement in other academic areas. In 2008, a more definitive study by the Dana Arts & Cognition Consortium provided more concrete evidence connecting the study of music to improved cognition. While its intrinsic value is a fundamental reason for studying music, the fact that music study positively affects academic performance in other subjects should elevate its importance in the curriculum. Romm (2010), states that research of our brains on music leads to the conclusion that music education needs to be preserved—and revamped, as needed, when further insights demonstrate, say, how the concentration mustered to play the clarinet or the oboe can help a problem student focus better in math class (http://www.scientificamerican.com/article.cfm?id=hearing-the-music-honing)
The decision to implement this action research project was as a result of reviewing of the above and other recent literature. The decision was made in consultation with my superviser and many of the arts teachers in the North East School District as well as feedback from two principals in the district. Current budget status, arts education statistics were also considered and factored into the decision to proceed with this project. Following these considerations and agreement to implement this project, decision were made regarding participants, target group, processes and procedures, analyzation, review and dissemination of the information.
Articulate the Vision
The vision of this action research project was communicated to staff in an curriculum in-service day in August 2011. Additionally, an email detailing the vision of the project as well as the process will be sent to parents of participating students prior to the student survery and data collection. Community leaders will also be included in communication following the completion of the project. Sharing of results and conclusions as well as suggestions for future actions and inquiries will take place with the community via oral and visiual presentation using powerpoint and video. E-mail and newsletters will also be sent to all interested and necessary individuals and organizations.
Manage the organization
Stratagies for organizing and implementing the project include utilizing multiple entities and individuals in our district including the following: NEISD Departments of Human Resources, Pupil Personnel, Research, Campus Support and Fine Arts. Several individuals in each of these departments will be helping gather and analyze data as well as providing resources and expertise towards the project. Specific persons are identified in the Action Research Project included in the report. Time spent on the project by these individuals and departments is voluntary and outside of NEISD work hours. Additionally, all monies and expenditures are covered by the intern (John Chambers) with the exception of incidental expenses associated with equipment used by district personnel in the gathering and disseminating of data (i.e. power required for computers etc.). All expenditures will be managed by John Chambers. Student safety is a priority and will be ensured by following district policies that include the Protection of Pupil Rights Amendment and that all proper documentation is in place, such as active parental consent forms for student surveys. All FERPA Guidelines will also be followed.
Manage Operations
This project began as an inquiry by principals in our district who wanted to know how to justify expenses for the arts in light of the current financial crisis. They wondered and openly asked “how does fine arts contribute to our schools success?” With this open inquiry, an honest discussion began by engaging in a needs assessment that included studying the impact of this financial crises on arts education as well as the review of literature indicating that cuts in the arts would be counterproductive to increasing student achievement. The needs assessement was then communicated to multiple stakeholders as previously listed in this report and conflicts were resolved through consensus building activities at an August Inservice meeting.
Respond to Community Interest and Needs
This action research project will serve the needs of all students, however, it will be especially beneficial to economically disadvantaged students as well as ethnic minority groups including Hispanic and African American Students in that many of these populations will not have access to the arts and arts education if it is not provided by the school system. This project seeks to establish the benefits of these courses in helping students achieve academic success. With this establishment as the background, cuts in funding in arts education will have a disproportional impact on the previously identified groups therby establishing these groups as special needs. The preservation of arts education funding through the results and advocacy provided by this research will help address these specific needs as well as the needs of all students.
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